A web content audit of accessibility and linguistic inclusivity for students with disabilities on SAARC countries university websites
DOI:
https://doi.org/10.17411/jacces.v16i1.709Abstract
Disability-friendly university campuses and inclusive language play a pivotal role in smooth and motivated learning for students with disabilities (SwDs). This quantitative web content audit study aims at auditing the availability of disability support services information and person-first (inclusive) or identity-first (exclusive) language on official websites of universities in the member States of the South Asian Association for Regional Cooperation (SAARC). Official websites of eight universities (one public and private sector University each) from the capital cities of four SAARC countries (Pakistan, India, Sri Lanka, and Bangladesh), considering the demographics of disability, ranking of universities and geo-political locations have been selected through a purposive sampling technique. An adapted checklist of ten closed-ended questions has been used to collect data on the availability of disability support services. The data on the use of inclusive or exclusive language have been collected through a researcher developed data extraction sheet. The study found a dearth of disability support services information as 40% staple information focusing the building infrastructure and allied disability support services was missing from the websites of sampled universities. India has 50%, Pakistan 40%, however Sri Lanka and Bangladesh 30% information apiece flashed on university websites. The study has also found that sampled university websites have used both person-first (inclusive) and identity-first (exclusive) languages homogeneously. The study recommends uniformed availability of disability support services information on the websites of universities. Moreover, inclusive language is recommended instead of exclusive language. Global policy-makers, organizations, government stakeholders, universities, and web designers should ensure availability of disability support services at homepages of university websites for accessibility. Researchers should explore this novel field of research from different standpoints to contribute for higher education and rehabilitation of students with disabilities. The study will be aligned with SDG-4 Quality Education and SDG-11 Reduced Inequalities.
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